Abstract
According to the official reports on students’ performance in the secondary school final exam, writing is one of the most difficult language skills for L2 secondary school students in Poland. Not only is writing problematic for students, but it is also troublesome for teacher to correct and assess students’ texts. Thus, the article discusses criteria and methods of evaluating writing in the foreign language secondary classroom as well as problems related with writing and assessment. The author focuses on the process approach to writing, on the basis of which formative assessment can be applied in the L2 writing classroom context.
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